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dc.contributor.authorTleuken, Aidana
dc.contributor.authorTurkyilmaz, Ali
dc.contributor.authorUnger, Kristina
dc.contributor.authorTokazhanov, Galym
dc.contributor.authorEl-Thalji, Idriss
dc.contributor.authorMostafa, Mohamad Y.
dc.contributor.authorGuney, Mert
dc.contributor.authorKaraca, Ferhat
dc.date.accessioned2021-12-01T11:33:24Z
dc.date.available2021-12-01T11:33:24Z
dc.date.issued2021-11-12
dc.description.abstractThe COVID-19 pandemic has suddenly switched most education processes from face-to-face to remote mode, obliging millions of students to utilize their residences as study spaces. However, the characteristics of their residential built environments differ in terms of regional, social, cultural, and technological aspects. These differences should impact the students' performance and satisfaction which needs to be measured and studied. The present study aims to identify the effect of the residential built environment on students' satisfaction and academic performance during the COVID-19 pandemic. It was conducted in two countries, Kazakhstan (KZ) and Norway (NO), using a comprehensive online survey to gather data. An empirical assessment based on the structural equation model was employed to identify links between health, safety, and comfort of students' facilities and academic performance and satisfaction. We conclude that the built environment affects both satisfaction for remote education and their learning performance. Significant differences in readiness for remote education have been observed between urban and non-urban living areas: (1) The role of health-and-safety convenience seems to increase with the urbanization level of the respondents’ living spaces; (2) in contrast, for non-urban residents, the provision of comfort facilities is dominant. In the meantime, an analysis “by regions” revealed that health-and-safety-related facilities in residences are more critical for remote education in Central Asia (KZ). In contrast, the comfort features of residences being more important for the students studying remotely in Northern Europe (NO). These results provide an understanding that would assist in improving remote education and preparing pandemic-ready living areas.en_US
dc.identifier.citationTleuken, Turkyilmaz, Unger, Tokazhanov, El-Thalji, Mostafa, Guney, Karaca. Which qualities should built environment possess to ensure satisfaction of higher-education students with remote education during pandemics?. Building and Environment. 2021en_US
dc.identifier.cristinIDFRIDAID 1960067
dc.identifier.doi10.1016/j.buildenv.2021.108567
dc.identifier.issn0360-1323
dc.identifier.issn1873-684X
dc.identifier.urihttps://hdl.handle.net/10037/23236
dc.language.isoengen_US
dc.publisherElsevieren_US
dc.relation.journalBuilding and Environment
dc.rights.accessRightsopenAccessen_US
dc.rights.holder© 2021 Elsevier Ltd. All rights reserveden_US
dc.subjectVDP::Technology: 500en_US
dc.subjectVDP::Teknologi: 500en_US
dc.titleWhich qualities should built environment possess to ensure satisfaction of higher-education students with remote education during pandemics?en_US
dc.type.versionacceptedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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